INTERCULTURAL EDUCATION

1
INTERCULTURAL EDUCATION

• Curriculum of the optional course for primary
  education

2
ARGUMENT

• In Romania there are two types of ethic
  minorities
• Historic minorities or national minorities and
  the immigrants
• Among the minority groups there are 20 ethnic
  groups who have the status of national
  minorities Albanian, Armenian, Bulgarian, Czech,
  Croatian, Greek, Hebrew, German, Italian,
  Macedonian, Hungarian, Polish, Russian Lipovan,
  Roma, Ruthenian, Serbian, Slovak, Tatar, Turkish,
  Ukrainian

3

• On the Romanian territory you can find
  immigrants, especially of Chinese and Arab origin
• The curriculum contains general information on
  the course, its objectives, teaching and
  assessment suggestions
• The course for intercultural education is an
  optional, interdisciplinary one, which can be
  taught in any school within the school decision
  curriculum
• It is especially recommended for the schools
  where the students have different ethnicity

4

• Reasons for a school to decide the inclusion of
  this course on the primary education
• Romania is a multicultural country
• The people are different but have also similar
  traits
• The early educational intervention is more
  efficient
• The optional subjects are interdisciplinary
• It is accompanied by didactic auxiliariesteacher
  s guide, students notebook
• The most important reason for the inclusion of
  this course in the school decision curriculum is
  the fact that diversity means wealth

5
CURRICULUM

• Knowledge
• Assimilation of knowledge about ethnic groups on
  the Romanian territory
• Enumeration of some specific traits for the
  ethnic groups in Romania
• Explanation of the similarities and differences
  between people.
• Abilities
• Ability to learn through cooperation
• Ability to analyze, to synthesize, to compare
• Efficient communication

6

• Values and standpoints
• cooperation
• mutual respect
• empathy
• feeling of identity and membership
• acceptance of diversity.
• Abilities
• Ability to learn through cooperation
• Abilities of superior thinking (critical,
  creative, oriented towards the other)
• Abilities of analysis, comparison and synthesis
• Ability to communicate efficiently.

7

• Structure
• The first part presents each ethnic group on the
  territory of Romania multicultural themes
• The second part presents intercultural themes
  which approach in an integrated way the issues of
  ethnic diversity
• The multicultural themes awareness of the
  wealth and the cultural diversity on the Romanian
  territory
• Intercultural themes synthesizing of the
  information from the first part around some key
  concepts, important for any ethnicity family,
  religion, home, community, friendship, boys and
  girls, kitchen, perceptions on reality and
  colleagues

8

• The teaching methods
• have the role to contribute to the achievement
  of the learning objectives
• Learning through cooperation, communication and
  superior thinking are three of the most important
  competences developed on the students thorugh the
  teaching of this course
• Superior thinking includes critical thinking,
  creative thinking and oriented thinking towards
  the other
• The teaching methods are active and interactive

9

• Heuristic conversation (helps the students to
  ask/formulate questions)
• Explanation (helps the students understand
  certain contents)
• Debate
• Line of values (helps the students create own
  opinions)
• Predictive reading (helps the students develop
  the critical thinking)
• Reading in pairs (helps the students communicate
  with each other)

10

• Jigsaw (helps the students comunicate and develop
  the feeling of responsability)
• Brainstorming (helps the students develop their
  creativity)
• Case study (helps the students develop their
  analysis ability)
• Role play (helps the students become empathic)
• Projects method (helps the students to deeply
  investigate one subject and to collaborate).

11

• The teaching methods presented have also an
  illustrating character in order to suggest the
  cathegory of methodology appropriate for the
  course.
• The teachers of primary education will be able to
  combine these methods with others, in order to
  create the most suitable didactic strategies for
  each theme and form/class.

12

• The curriculum also has a series of activities
  which can be done with the participation of the
  entire class.
• Some examples of didactic scenarios are offered
  for both categories of themes multicultural and
  intercultural.

13

• The assessment strategies suitable for this
  course are the formative ones, due to the strong
  emphasis on abilities and values this optional
  course has.
• As a method of assessment, the portfolio is very
  suitable for the course of Intercultural
  education. Students can achieve one portfolio
  for each semester.